Course Quality Checklist

Creating a Transparent Feedback Structure and Gradebook

Gradebook

During their research and lit review process, NAU’s First Generation Working Group found that, especially for first-generation college students, transparency and clarity in the grading process can make a big impact in promoting student success. View suggestions.

I provide samples of students’ completed and graded papers and assignments available in order to allow for critical self-evaluation and effective modeling, especially for repeating and/or high-stakes assignments

I provide explicit grading criteria/rubrics for each assignment are provided and the criteria are consistently applied when grading

I purposefully include graded learning activities early in the term in order to give students detailed feedback on performance and to promote engagement

I create multiple ways for students to access frequent comments and support on their progress throughout the course (e.g., virtual office hours, regular announcements, F2S or a discussion board dedicated to course logistics and questions)

Setting Clear Expectations: Course Communications & Learner Support

Set your students up for success, reduce student anxiety, and decrease the volume of student questions with some expectations management strategies built into your course design.

I provide students with information about how and when to communicate with me, including my updated contact information and preferred channels of communication (email, course messages, phone, etc.)

I include appropriate channels of communication within the class (e.g., email for questions about individual grades, course discussion boards for general questions)

I provide clear and detailed written expectations to students throughout the course that include point values and due dates for all assessments/assignments

I set expectations for communications including how quickly and how frequently I will respond to email and discussion postings and when I will post grades for assignments and exams

I encourage help-seeking behaviors by mentioning academic support resources throughout the course and suggesting ways to use these resources

I set expectations for the amount of time students should anticipate spending on course activities (assignments, studying, reading and preparing for and participating in class)

Organizing Your Course for Straightforward Navigation

Students often have limited time to dedicate to each of their courses. This section will help you set up your courses so that students spend their time engaging with the content, rather than searching for the components they need to complete their work.

I organize the course materials, gradebook, and course tools so that I can use my own time more efficiently (eg., use of re-usable announcements and/or embedded rubrics to streamline the grading process)

I provide a list or calendar/schedule that shows all course milestones and deadlines in a single location so that students do not have to hunt for the information

I organize course materials within the folder structure so that it takes fewer than four “clicks” to access most information from the course landing page

I provide a course menu (left-hand navigation bar) that allows direct access to some of the most-used features, but is still concise

I use clean, uncluttered design, fonts, and colors, so as not to distract from the content

Creating Clear Outcomes with Direct Links to Assessments

Connecting modules, units, learning activities, and assessments to the course-level learning outcomes is the teaching equivalent of “showing your work.” These connections are also a natural byproduct of backward design, and they help students understand the purpose of the work you’re asking them to complete.

I explain to students how the course readings, activities, assignments, and assessments will help them apply their learning

I tie the relevant course-level learning objective(s) to each assignment/assessment’s instructions/overview

I provide learning objectives for each unit, module, or week

Promoting Student Engagement: Learning Environment and Interactivity

The checklist items in this category can help you make learning personally meaningful for students by helping them make connections to the material, with you as an instructor, and with their fellow students.

I provide opportunities for students to discuss and interact with the course material

I use guiding questions about the course content to give students an opportunity to discuss the questions, propose answers, and defend their thinking

I assign learning activities to students in order to provide them with opportunities to present work to the class in a variety of ways, such as discussion board postings, chat, presentations, podcasts, or multimedia projects

Reviewing Technical Specifications

Functionality

This section of our checklist is designed to help take you OUT of the tech support business. Making sure that you’ve clearly communicated the tech requirements and skills for your course from the beginning and that copied content from prior semesters is still working properly can help to reduce the number of questions students have throughout the course.

I verify that all web pages and media components function correctly on major operating systems and different browsers supported by ITS

I ensure that all necessary plug-ins or software to run video, animation, audio, presentations, and / or course content files are easily accessible and usable on all student computer systems supported by ITS

I double-check that all links to external URL’s outside of the course connect to the intended pages without errors and open in a new window

I upload legible, easy-to-read documents into my courses

I have used graphics and video that are compressed and/or sized for optimum web delivery and images are not stretched and distorted

Accessibility Standards

Prevent the beginning-of-semester panic when you find out at the end of Week 1 that there’s a student who needs accessible materials enrolled in your course! This section of the checklist also allows us to think more creatively about different approaches to learning.

Copyright Clearance

Copyright clearance was obtained for all materials inside the course that do not fall under the TEACH Act or Educational Fair Use

Going Beyond The Minimums: Course Enhancements That Support The Learning Experience

The items in this list are high-impact strategies for improving the learner experience. These practices are highly recommended, but may not be realistic in a first iteration of a course. Because courses should evolve a little each time they’re taught, this is a great resource to consult when you’re ready to take your class to the next level.

I use course banners and custom graphic design – (these services can be requested from e-Learning)

I use Collaborate Ultra to host online office hours with video chat for students who can’t make physical office hours

I use plagiarism-detection features embedded in BbLearn (SafeAssign)

I use available security options for online exams and assignments to support students in making choices with integrity (randomized question pools, order of question appearance, answer choices for multiple choice/matching questions)

At the beginning of the course, I include an introduction activity that helps students get to know each other and gives students practice in using online tools such as discussions, email, and attachments

I provide extra material or exercises for students who lack essential background knowledge or skills

When team projects are integral to the course experience and assessments, I provide direct instruction and guidance on how to work as a team, explaining group members’ roles, and establishing guidelines for group interaction

I make the first few reading assignments available online to allow students time to order and receive the textbook at the best possible price

I include a picture or introductory video of myself along with brief biographical information

I use built-in feedback for individual questions in BbLearn exams

I describe how students should ideally participate in the course in a way that goes beyond minimum expectations

I provide transcripts and/or captions for any media (video/audio recordings) created for or linked within the course. (Contact the Useable Materials Center for support with transcripts and captioning, if needed).

Implement the five suggestions from the First Generation Working Group, View suggestions. And, check out their website with an extensive list of articles with more information for faculty.